Learning to use the blackboard during the correction, discussion and recap phase: A challenge for preservice teachers during practicum

Abstract

Our study shows how 11 pre-service teachers learned to use blackboards in the correction, discussion and recap phase of instruction during the 3 years of their initial training. By studying their own perceived experience through think-aloud protocols, we contribute to better comprehension of a complex professional gesture that becomes transparent for experts, of the way expertise in using the blackboard grows and of pre-service teachers’ learning process during practicum. We highlight six perceived difficulties that provide levers for training, a continuum of professional development concerning blackboard use, and two learning paths for and from using the blackboard.